Leadership and Motivational Climate: The Relationship with Objectives, Commitment, and Satisfaction in Base Soccer Players

The objective of the present study is to analyze non-professional soccer players’ preferences regarding coach leadership style and motivational climate and to determine the relationship of these variables with players’ satisfaction, sport commitment, and sport objectives. The participants were 151 players, aged between 10 and 24 years, divided into five categories: Alevín, Infantil, Cadet, Feminine, and Juvenile, all belonging to the Aragonese Soccer Federation. The participants completed questionnaires assessing their perception of their coach’s leadership style, the team’s motivational climate, their individual satisfaction, degree of sport commitment, and sport objectives. The results show that the leadership styles of training and instruction (M = 3.98, SD = 0.43) and positive feedback (M = 4.02, SD = 0.53) are the most valued by the players in all categories. The training and instruction leadership style had the highest correlations with task-oriented motivational climate (r = 0.40). The findings of the regression analysis show that a training and instruction leadership style and a task-oriented motivational climate significantly predict players’ satisfaction (13.3%) and sport commitment (14.5%).

Leadership Coaching

This is an advance summary of a forthcoming article in the Oxford Research Encyclopedia of Education. Please check back later for the full article. Coaching for school leaders is becoming commonplace in the United States. The responsibilities of school leaders have changed dramatically since the early 21st century, and coaching is often seen as a viable and necessary support for those leaders. The advent of legislation, including the No Child Left Behind act in 2001 and more recently the introduction of the Common Core standards, has been instrumental in shifting school leadership from a primarily managerial perspective to that of instructional and transformational leadership. In such a rapidly changing environment, leadership coaching holds promise for school leaders faced with not only operational and personnel management but also leading dynamic change processes in the arenas of curriculum and instruction. Leadership coaching usually involves coaching from a superior within the school district or from an external public or private organization. Successful leadership coaching takes into account the characteristics of the leader and also the context in which the coaching takes place.

Professional Image, Anger Management and Instructional Leadership of Non-Sectarian School Administrators

<p>The goal of this study was to determine whether professional image and anger management significantly influence instructional leadership of nonsectarian school administrators. It used descriptive-correlation method employing a validated questionnaire in gathering data. It was conducted to 101 college faculty of non-sectarian selected colleges in Region XI School Year 2009-2010. Random sampling was utilized in this study. The statistical tools used, percentage, Pearson r, and multiple regression. The findings revealed that the level of professional image of school administrators is moderately positive. The level of anger management of school administrators is moderately managed. The level of instructional leadership of school administrators is sometimes manifested. Professional image is significantly related to instructional leadership. Anger management is significantly related to instructional leadership. Professional image and anger management have significant influence to instructional leadership of school administrators.</p><p><br /><strong>Keywords:</strong> Professional image, anger management, instruction, leadership, Region XI, Davao City, Philippines.</p>

Dealing with resistant teachers while maintaining the vision: How novice social justice leaders “do” instructional leadership

This research examines how novice social justice leaders provide instructional leadership to underperforming, resistant teachers in urban schools. Using a critical race theoretical framework, we analyze seventy-five oral stories told by novice leaders during a leadership support program. We find that these leaders, limited in their repertoire of strategies and motivated to quickly improve the classroom experiences of their youth, define instructional leadership as monitoring and “evaluating out” teachers who do not meet their expectations for instruction. Such instructional leadership results in what we term “hyper-bureaucratized” actions and a lack of emphasis on relationship building with teachers. This compromised conception of instruction leadership, though, allows them to continue to advocate for students even when their own lack of experience impedes their ability to support underperforming teachers to improve classroom instruction. Thus, novice social justice leaders are buoyed in their work and commitment to transformative leadership, even as they struggle to support underperforming teachers.